ISSN 2360-7963
Abstract
This study examines the effects of different schooling environments - online, in-person, and hybrid - on the development of altruism and empathy among middle and high school students. Altruism and empathy are critical social skills that contribute to individuals’ positive roles in society. Data were collected from 153 students across the three settings using the Helping Attitudes Scale, a validated measure of altruistic behaviors. Statistical analyses revealed no significant differences in altruism scores across schooling types, suggesting that all environments may similarly support these skills. However, a weak positive correlation was observed between students’ social satisfaction and altruism, indicating the importance of social life quality. Unexpectedly, students with lower altruism scores were more likely to donate a potential $20 prize to charity, suggesting possible measurement limitations. These findings underscore the need for further research into how educational contexts, family background, and extracurricular activities interact in shaping social development, with implications for educational policy and practice.
Keywords: Altruism, Empathy, Schooling Environments, Social Development